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How the World Works - Grade 5 - Unit 2 Meeting

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Sarah Dotulong

on 27 September 2013

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Transcript of How the World Works - Grade 5 - Unit 2 Meeting

How the World Works - Grade 5 - Unit 2 Meeting
Friday, 27 September 2013
Unit Two Overview
Transdisciplinary Theme:
How the World Works
Central Idea:
Application of scientific principles to improving technology has ramifications for society and the environment.
Key Concepts:
Form, Responsibility, Change
Attitudes:
Creativity, Cooperation, Curiosity
Lines of Inquiry:
Improvements in technology based on the application of scientific principles.
The consequences of advancing technology for the society and environment.
People's response to the advancements in technology.
Outcomes:
Identify improvements in technology based on the application of scientific principles.
Explain the consequences of advancing technology on the society and environment.
Describe how people respond to the advancements in technology.
Subject Integration:
English
Bahasa
Math
Focus
Commanding verbs
Precise Vocabulary
Prepositions - Correct Usage
Adverbial Phrases
Technical Language
Review
Procedural Writing
Present Tense
Action Verbs
Adjectives
Focus
Procedural writing
Action verbs
Adverbial Phrases
Collective Nouns
Review
Connective Words
Indonesian Civics
The rights to join an organization
Measurement (Stage 3B w/ teaching)
Length / Speed
Area of Rectangles
Geometry (Stage 3A w/o teaching)
Identifying different 3D Objects
Measurement (Stage 3B w/ teaching)
Using Scales on a Timeline
Subject Stand-Alones
English
Reading Log, Spelling, English Groups, Silent Reading, Read Alouds, Literacy Study, Oral Presentations, Writing, Grammar, Vocabulary Development, NSW Handwriting, Computer Skills
Bahasa
Reading Log, Silent Reading, Read Alouds, Literacy Study, Oral Presentations, Writing, Grammar, Vocabulary Development, NSW Handwriting, Computer Skills
Math
Fractions, Decimals & Percentages
Biblical Studies
Overview:
In this unit students study the life and times of the patriarch Jacob. They learn of Jacob's cheating and scheming and how God changed Jacob's heart for his glory. Jacob wrestled with God, was changed by God and became the ‘father” of Israel. Students discover how Jacob’s life points us to Jesus. They learn that God saves sinners by grace through faith in Jesus and how we can know and grow in God.
Learning Activities:
The children should be able to complete activities relating to the unit: "Jacob", learn related memory treasures from the Bible, gain a greater understanding of how God used Jacob to serve His purposes, and see how Jacob’s story points students to the true Savior, Jesus.
Outcomes:
Knowledge and Understanding
The student knows and can retell the life and times of Jacob's salvation story.
The student understands how Jacob's salvation story points to Jesus.
Skills
The student accurately recalls memory verses and explain their meaning.
The student accurately explains the memory verse meanings.
Attitudes and Action
Demonstrates an appreciation for the Bible as God’s word; participates in discussions and completes tasks.

Mission and Service Learning (MSL)
Grade 5 MSL project: Sekolah Gracia, a Christian school in Sewan, Tangerang.
JS MSL project: SLH Kupang Lunch Program
Differences in the offering-giving process for Grade 5:
Done during Friday chapel every week
To differentiate the offering, two tubs are prepared with clear signs
Records of the offerings are taken.
Differences in the offering-giving process for JS:
For security reasons, donations are collected prior to assemblies
During assemblies, representation of the donation is symbolically collected.
In every assembly, the amount collected would be displayed and shared with the audience

Firm Foundations:
ASSESSMENT, Part 1
What 'best practice' looks like at SPHI-LV
Unit 2 Grade Level Parent Meeting
WHY we assess?
“The primary purpose of assessment and evaluation is to improve student learning.”
Taking the PYP Forward pgs 54
Key question: How do we discover what the students know and have learned?
WHY we assess in a variety of ways?
- Taking the PYP Forward
“Assessment should create a true picture of the whole child and be based on a current understanding of how students learn. It should accommodate individual differences and reflect a variety of learning styles.”
JS Assessment Policy SPHI-LV
WHY we assess in a variety of ways?
Taking the PYP Forward
Assessment and Evaluation strategies must be varied in nature and allow students to demonstrate the full range of their learning....
Assessment practices are fair to all students
.”
Taking the PYP Forward, pg 55
HOW we assess in a variety of ways?
Assessment Strategies: observations, performance assessments, process-focused assessments, selected responses and open ended tasks

Assessment Tools: rubrics, exemplars, checklist, anecdotal records and continuum

MTPYPH pgs 48-49 & JS Assessment Policy

What?
How will we know what we've learned?
- Taking the PYP Forward pgs 54-55:

The primary purpose of assessment and evaluation is to improve student learning. Assessment and Evaluation strategies must be varied in nature and allow students to demonstrate the full range of their learning.
..
Assessment practices are fair to all students.”
DIFFERENTIATION
Differentiation does NOT mean doing a separate program for each student (although a few students do have IEP’s through our Learning Support). Sometimes teachers differentiate by giving the same to the whole class, doing part of a lesson which satisfies one learning style, and another part of lesson to a different learning style. Sometimes we divide students into groups according their differences. Sometimes we put a note on a student notebook according to their need.
WHY differentiation happens in a classroom?
Teachers need to differentiate for:
Different interests within a class/grade level
Different learning styles within a class/grade level
Different ‘readiness” (achievement levels are different even before the lesson) within a class/grade level

Differentiation benefits ALL children!

WHAT about Summative Assessments?
Summative assessments will :
be discussed by all teachers to ensure the evidence to be demonstrated shows a deepening of understanding from NYE to HC
vary from unit to unit (explained on next slide)
have a planned rubric outlining the SAME STANDARDS of understanding to be shown in every class at the grade level.
WHAT about Summative Assessments?
Summative assessments might NOT be:
the same in every class… because every class is different and students might inquire differently
a big project for every unit…because there might be a better way to find out what children understand.

Next unit meeting...
Firm Foundations:
ASSESSMENT, Part 2
How will we know what the students have learned?
Unit 3 Grade Level
Parent Meeting
Any Questions...
?
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